This edited volume offers valuable insights into the benefits and challenges of international immersion programs. It presents an opportunity to share lessons from the teacher education community, drawing on their experiences in establishing and implementing university -school partnerships across diverse international contexts. Endorsed by programs such as the Australian Government Initiative the New Colombo Plan (NCP)- this book aligns with these efforts, promoting a community of practice that continue to explore the advantages of international partnerships and immersive experiences, including work integrated learning.
1. Why this book is important.-
2. Introduction.- Section
1. Setting the
scene.-
3. The role of international placements in teacher education
programs.-
4. The philosophical and contextual underpinnings of international
immersion programs, successes, and failures.-
5. The value of international
placements in supporting cultural understanding - a review of the
literature.-
6. Embedding Research Outcomes within International Engagement.-
7. Growing APPLES: an exploration of the arrangements that enabled and
constrained collaborative relationships between university-based research
groups in Australia and Sweden.-
8. Igniting the spark: The role of
innovative partnerships in supporting quality graduates.-
9. so out of my
comfort zone!: Learning how to be in a community of practice.-
10.
Broadening the academics perspectives for teaching diversity.-
11. Bringing
the learning home: Exploring the impact of International professional
experience.- Section
2. Case Studies in international immersion.-
12. Initial
teacher education, applied pedagogical knowledge, and targeted capacity
establishment of the future teaching workforce: An international study.-
13.
Establishing and implementing an international focused school-university
partnership stakeholder perceptions.-
14. An international perspective to
professional experience: a collaboration between an Australian and South
Korean initial education provider.-
15. How a short term international
cultural and education immersion program can impact the cultural
understandings of Australian preservice teachers.- 1.6 Immersions in Islamic
Art: The Malaysian Expeditions, 2017-2018.-
17. Dynamics Between Australian
Physical Education Pre-service Teachers and Host Communities in Asian Schools
A Social Exchange Perspective.-
18. Reverse immersion: international
students visiting Australia.-
19. The Awakening: Australian pre-service
teachers reflections on their experiences of an international immersion
experience 12 months later.-
20. Exploring the use of virtual observation
supporting pre-service teachers on school placement in Ireland and
Australia.-
21. Learning together: Reflections on how Australian University
students work in Cambodian schools builds personal and professional
capabilities.-
22. What I wish I knew before I left: A collective piece of
work capturing the voices of many of the authors and international program
leads.-
23. Conclusions and synthesis of chapters - Matthew Winslade, Lana
McCarthy, Wendy Boyd, Sam Bowker.
Matthew Winslade is Associate Dean, Research at Charles Sturt University, Australia. With 20+ years teaching experience, hes co-authored six books and led over 20 international student programs.
Lana McCarthy is Chair of Discipline, Secondary Education and Senior Lecturer at Southern Cross University, Australia. She has taught in New Zealand and Australia and authored a book on netball leadership and team culture.
Wendy Boyd is Associate Dean, Education at Southern Cross University, Australia. Her research focuses on quality teaching, policy impact, and leading cultural immersion programs in Southeast Asia since 2016.
Sam Bowker is Sub-Dean, Research at Charles Sturt University, Australia. He specializes in Islamic art, co-authored The Tentmakers of Cairo, and co-edited Deconstructing the Myths of Islamic Art.
